AccelePrep for the ACT Test 2nd Edition Student Text

154 • S URGE TO S UCCESS ! R EADING T EST P REP

5. This is an Implied Idea question that asks what inference can be drawn from the author’s remarks in lines 66–80. There the author is criticizing Lu’s research and notes that several reputable journals †‡…Ž‹‡† –‘ ’—„Ž‹•Š Š‹• ϐ‹†‹‰•Ǥ Š‹• ‹†‹…ƒ–‡• –Šƒ– –Š‡ ”‡’—–ƒ„Ž‡ journals function as arbiters of good and bad research, that is, the journals won’t publish articles that are weak. (A) takes a swing at the pitch but misses. The author is targeting Lu, not researchers in public health in general. (C) misconstrues the author’s point. The author considers the one journal, the Bulletin of Insectology , to be weak, not –ƒŽ‹ƒ •…‹‡–‹ϐ‹…Œ‘—”ƒŽ• ‹ ‰‡‡”ƒŽǤ † ȋ Ȍ ‹• •‹’Ž› ƒ ‹•”‡ƒ†‹‰ of that part of the passage that uses the word “conservative.” The US journals refused to publish Lu’s research, on the author’s view, because they found its conclusions to be shaky, which leaves (B) as the correct answer. 6. Š‡ †‡ϐ‹‹–‹‘ ‘ˆ ’”‘˜‹†‡† ‹ –Š‡ ϐ‹”•– ’ƒ”ƒ‰”ƒ’Š ‹…Ž—†‡•ǣ ȋͳȌ few adult bees, (2) live queen, (3) honey, and (4) immature bees. The results of Dr. Lu’s research, as reported by Passage A, showed few ƒ†—Ž– „‡‡• ȋ–Š‡ „‡‡• ‡‹–Š‡” Šƒ† †‹‡† ‘” ϐŽ‡†ȌǤ Šƒ– ‹• ‘Ž› –Š‡ ϐ‹”•– ‡Ž‡‡– ‘ˆ –Š‡ †‡ϐ‹‹–‹‘ ‘ˆ Ǥ  ‘–Š‡” ™‘”†•ǡ ”Ǥ —ǯ• ”‡•‡ƒ”…Šǡ even taken at face value, does not show CCD as the cause of the problems of the hive studied, making (G) the best answer.

ˆ‘”ƒ–‹‘ ƒ† †‡ƒ• ‹–‡• –‡•– ›‘—” ‰‡‡”ƒŽ —†‡”•–ƒ†‹‰ ‘ˆ –Š‡ ’ƒ••ƒ‰‡ǡ ›‘—” —†‡”•–ƒ†‹‰ ‘ˆ •’‡…‹ϐ‹… details or words in the passage, and your ability to evaluate the passage. 1. Main Idea ‹–‡• ƒ• ƒ„‘—– –Š‡…‡–”ƒŽ –Š‡‡ –Šƒ– —‹ϐ‹‡• –Š‡ ’ƒ••ƒ‰‡ȋ•ȌǤ Š‡ ϐ‹”•– •‡–‡…‡ ‘ˆ ƒ paragraph—often the topic sentence—may provide a summary of the content of that paragraph. Also, the last sentence of a paragraph usually provides concluding material that may also be helpful in understanding the general theme of the passage(s). 2. Explicit Detail ‹–‡• ƒ• ƒ„‘—– †‡–ƒ‹Ž• –Šƒ– ƒ”‡ •’‡…‹ϐ‹…ƒŽŽ› ‡–‹‘‡† ‹ –Š‡ ’ƒ••ƒ‰‡Ǥ š’Ž‹…‹– †‡–ƒ‹Ž• ƒ”‡ points provided by the author in developing the main idea of the passage. These questions often provide “locator words” that identify the required information in the passage so you know where to locate the information. 3. Implied Idea ‹–‡• †‘ǯ– ƒ• ƒ„‘—– ™Šƒ– ‹• •’‡…‹ϐ‹…ƒŽŽ› •–ƒ–‡† ‹ –Š‡ ’ƒ••ƒ‰‡ǡ „—– ƒ„‘—– ™Šƒ–…ƒ „‡ Ž‘‰‹…ƒŽŽ› ‹ˆ‡””‡† ˆ”‘ ™Šƒ– ‹• •–ƒ–‡† ‹ –Š‡ ’ƒ••ƒ‰‡Ǥ ‹…‡ –Š‹• –›’‡ ‘ˆ ‹–‡ ‰‡‡”ƒŽŽ› „—‹Ž†• ‘ ƒ •’‡…‹ϐ‹… detail, “locator words” for identifying information in the passage are often provided in the item stem. 4. Application items are similar to Implied Idea items, but they go one step further: examinees must apply what they have learned from the passage to a new situation. SUM IT UP - KEY IDEAS AND DETAILS